Human Learning & Memory

Human Learning & Memory

Siena Heights UniversityChapters 3, 4 & 5

Dr. S.Talbot

Chapter 3 – Behaviorism and Classical Conditioning

Basic Asssumptions

◦Equipotentiality.◦Learning should be studied objectively (S-R).◦Internal processes are excluded from study

(SOR).◦Learning involves a ________ change.◦Organisms are ______ slates (tabula rasa).◦Learning/ conditioning is the result of

_____________ events.◦The most useful theories are _______.

Classical Conditioning (a.k.a. signal learning) & Pavlov

Russian physiologist who initially was studying digestion

Used dogs to study salivation when dogs were presented with meat powder

Also known as Pavlovian or Respondent Conditioning

Reflex: Automatic, nonlearned innate response e.g., an eyeblink

Chapter 3 – Behaviorism and Classical Conditioning

The classical conditioning procedure.

Principles of Classical Conditioning

Expectancy: Expectation about how events are interconnected

Acquisition: Training period when a response is reinforced

Extinction: ________ of a conditioned response through removal of _____________

Spontaneous Recovery: ____________ of a learned response following apparent extinction

of

Principles of Classical ConditioningExpectancy: Expectation about how events are

interconnectedAcquisition: Training period when a response is

reinforcedSpontaneous Recovery: Reappearance of a learned

response following apparent extinctionStimulus Generalization: A tendency to respond to

stimuli that are similar, but not identical, to a conditioned stimulus (e.g., responding to a buzzer or a hammer banging when the conditioning stimulus was a bell)

Stimulus Discrimination: The learned ability to respond differently to various stimuli (e.g., Paula will respond differently to various bells (alarms, school, timer))

Chapter 3 – Behaviorism and Classical Conditioning

Chapter 3 – Behaviorism and Classical Conditioning

Higher – order conditioning◦Includes combining an NS to an already

established CS.

Sensory Preconditioning & test anxiety

Chapter 3 – Behaviorism and Classical Conditioning

Extinction: Weakening of a conditioned response through removal of reinforcement

Problems with the use of extinction.◦The speed of extinction is ___________.◦Due to second – order conditioning, there may be many

associated variables. Difficult to extinguish all of the tem.

◦Spontaneous recovery.◦Due to avoidance of feared stimuli, people may not get a

chance to unlearn the conditioned response.

Alternatives◦Counterconditioning of more _________ responses.

Chapter 3 – Behaviorism and Classical Conditioning

Educational Assumptions◦How do you get to Carnegie Hall? Practice,

practice, practice or exposure, exposure, exposure.

◦The academic setting should be a positive and pleasant environment.

◦To break a bad habit, replace one S - R with an more desirable S – R. Exhaustion method. Threshold method. Incompatibility method.

◦Assessment of learning involves the observation of behaviors.

Chapter 4 –Operant Conditioning

Chapter 4

Chapter 4 –Operant Conditioning

B.F. Skinner (1938)◦ A response that is followed by a reinforcer is strengthened and

therefore more likely to occur again.◦ Reinforcer – a stimulus or event that increases the frequency or

likelihood of a response it follows.

Instrumental/ Operant Conditioning◦ Reinforcer follows the response (immediately).◦ Reinforcer is contingent on the response.

How is this different than Classical Conditioning?

Chapter 4 –Operant Conditioning

Primary Reinforcer: Nonlearned and natural; satisfies biological needs (e.g., food, water, affection)

Secondary Reinforcer: Learned reinforcer (e.g., money, grades, approval)

Positive Reinforcement: When a response is followed by a reward or other positive event

Negative Reinforcement: When a response is followed by the _______ of an unpleasant event (e.g., the bells in Fannie’s car stop when she puts the seatbelt on) or by an ____ to discomfort (escape behaviors).

Chapter 4 –Operant Conditioning

Intrinsic Reinforcer

Extrinsic Reinforcer

◦Positive Feedback

◦Social Reinforcer?

Problems with each?

Chapter 4 –Operant Conditioning

Punishments: Any consequence that reduces the frequency of a target behavior◦Positive Punishment/ Punishment I◦Negative Punishment/ Punishment II

◦Restitution◦Restitution Overcorrection◦Positive – practice overcorrection◦Time – out◦In-house suspension

Chapter 4 –Operant Conditioning

Punishments/ Discipline:◦Any punishment should

Be _______ to the behavior Be ________ in strength to modify behavior Indicate the desired behavior Be immediate & consistent Convey ______

Chapter 4 –Operant Conditioning

Punishments which may be innappropriate.◦Physical and psychological punishment◦Social isolation (i.e. missing recess, going to

the corner of the room, suspensions etc…)◦Extra coursework

Chapter 4 –Operant Conditioning

Other Instrumental Conditioning Issues

◦ Shaping - Molding responses gradually to a desired pattern ◦ Successive Approximations: Ever-closer matches◦ Extinction

Antecedents◦ Operant Stimulus Generalization: Tendency to respond to

stimuli similar to those that preceded operant reinforcement. How can this lead to superstitions?

◦ Operant Stimulus Discrimination: Occurs when one learns to differentiate between the stimuli that signal either an upcoming reward or a nonreward condition.

◦ Cueing◦ Setting Events

Chapter 4 –Operant Conditioning

Instrumental Conditioning Schedules

Definition: Reinforcers do NOT follow every response

Schedules of Reinforcement: Plans for determining which responses will be reinforced

Continuous Reinforcement: A reinforcer follows every correct response

Partial Reinforcement Effect: Responses acquired with partial reinforcement are very resistant to extinction

Chapter 4 –Operant Conditioning

Instrumental Conditioning Schedules

Fixed Ratio Schedule (FR): A set number of correct responses must be made to obtain a reinforcer.

Variable Ratio Schedule (VR): Varied number of correct responses must be made to get a reinforcer.

Fixed Interval Schedule (FI): The first correct response made after a certain amount of time has elapsed is reinforced; produces moderate response rates.

Variable Interval Schedule (VI): Reinforcement is given for the first correct response made after a varied amount of time

Chapter 5 –Applications of Conditioning

Chapter 5

Chapter 5 –Application

Using Reinforcement

Specify the desired or terminal behavior. Use extrinsic reinforcement only when the desired behavior is not

already present. Identify truly reinforcing consequences.

◦ How do you know? The gain has to be greater than the loss (sufficient strength). Clearly describe the relationship between behavior and consequence. Be consistent. Gradually shape the more complex behaviors. When publicly awarded, make sure all individuals have the potential

to earn the reinforcement. Use objective criteria to measure performance (Merit Club). Foster the ability to delay gratification. Gradually wean learners off the reinforcement when the terminal

behavior occurs regularly.

Chapter 5 –Application

Decreasing undesirable behaviors

Extinguish the response. Present noncontingent reinforcement. Reinforce other/opposite behaviors. Using punishment/ discipline.

Chapter 5 –Application

Using Punishment

Choose a punishment with sufficient strength without being overly severe.◦ How do you know?

The loss has to be greater than the gain (sufficient strength). Clearly describe the behavior to be punished and the

relationship between behavior and consequence. Be consistent. Be immediate whenever possible. Apply with an attitude of caring (unconditional regard). Explain or reassert why the behavior is inappropriate. Modify the environment when possible to reduce tempting

behavior. Teach more appropriate responses (skill streaming).

Chapter 5 –Application

Applied Behavior AnalysisInstructional ObjectivesComputer Assisted – Instruction Mastery Learning & PSI

Chapter 5 –Application

When are the Behavioral approaches best?

Students with ◦ Limited motivation◦ Elevated levels of anxiety◦ Behavioral issues◦ A developmental disability or learning delay◦ Males?

Chapter 2 –Learning& the brain

Questions & Discussion